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New York State Common Core

English Language Arts

Curriculum

GRADE 4

Module 1B Unit 3

Name:

Date:

Gist Recording Form

Part 1

Part 2

Part 3

Part 4

Part

Gist (what the text is mostly about)

How does this text

fit the definition of

a biography? Give

an example from

the text.

1

Author’s Note:

A River of Words

Jen Bryant, A River of Words © 2008 Wm. B. Eerdmans Publishing Company, Grand Rapids, MI. Reprinted by permission of the publisher; all rights reserved.

2

Name:

Date:

Close Reading Questions and Notes:

Author’s Note

Directions

Read the first paragraph

again silently.

Reread the first two

sentences of the text.

Reread the sentence

beginning with, “Williams

made house calls …”

Underline the most

important part of the

sentence.

1.

2.

3.

4.

Questions and Answers

What is the gist of the first paragraph?

What did William Carlos Williams do as a doctor? Use evidence

from the text to support your answer.

How do the words in parentheses help you understand the

meaning of these last two sentences?

Why is that the most important part of the sentence?

3

Directions

Reread the rest of the text

starting from with “During

the Great Depression …”

5.

6.

7.

Close Reading Questions and Notes:

Author’s Note

Questions and Answers

Based on the text, what can you infer happened during the Great

Depression? Use evidence from the text to support your answer.

How did William Carlos Williams help people during this time in

history?

What is the main idea of this paragraph?

STOP HERE

4

Directions

Reread the second

paragraph again silently.

Reread the third paragraph

again silently.

Reread the first sentence of

Paragraph 2. Underline the

most important part of the

sentence.

8.

9.

Close Reading Questions and Notes:

Author’s Note

Questions and Answers

What is the gist of the second paragraph?

What is the gist of the third paragraph?

Read the next two sentences

of Paragraph 2 beginning

with, “In his earliest

verses …”

10. In your own words, explain how William Carlos Williams’s poetry

changed over time.

5

Directions

Reread the second

paragraph again silently.

Reread the third paragraph

again silently.

Reread the first sentence of

Paragraph 2. Underline the

most important part of the

sentence.

Read the next two sentences

of Paragraph 2 beginning

with, “In his earliest

verses …”

1.

2.

3.

Close Reading Questions and Notes:

Author’s Note

Questions and Answers

What is the gist of the second paragraph?

What is the gist of the third paragraph?

In your own words, explain how William Carlos Williams’s poetry

changed over time.

6

Directions

Reread the final two

sentences of Paragraph 2

beginning with, “But

perhaps his most important

contribution …”

Reread “The Red

Wheelbarrow” by William

Carlos Williams:

So much depends

upon

a red wheel

barrow

glazed with rain

water

beside the white

chickens.

4.

Close Reading Questions and Notes:

Author’s Note

Questions and Answers

What are some everyday objects William Carlos Williams was

inspired by? Use evidence from the text to support your answer.

7

Directions

Reread the final sentence

beginning with, “By

stripping away …”

5.

6.

Close Reading Questions and Notes:

Author’s Note

Questions and Answers

In your own words, explain why he stripped away the unnecessary

details.

Underline the sentence that you think contains the main idea in

this paragraph.

8

Name:

Date:

Carousel of Poets Note-catcher

Directions: Record something you notice or something you like for each of the resources you visit.

Name of Resource

9

Notices or Likes

Name of Resource

10

Carousel of Poets Note-catcher

Notices or Likes

By Jayson Fleischer. Copyright © 2014 by the American Reading Company

11

Robert Frost

(March 26, 1874 – January 29, 1963)

By Jayson Fleischer and Megan Roszkowski. Copyright © 2014 by the American Reading Company

12

Valerie Worth

(October 29, 1933 – July 31, 1994)

13

“Finding Your Voice”

(Biography of Walter Dean Myers)

“Finding Your Voice”

(Biography of Walter Dean Myers)

From Scholastic News, April 4, 2005. Copyright © 2005 by Scholastic Inc. Reprinted by permission of Scholastic Inc.

14

Directions:

Biography of Poet Gist Recording Form:

Robert Frost

Name:

Date:

1.

2.

3.

Read the biography all the way through as a group. Decide who will read which paragraphs aloud

as the rest of the group follows along silently.

Work together as a group to find the gist of each paragraph.

Record the gist of each paragraph on your Biography of Poet Gist recording form.

Paragraph

Number

1.

2.

3.

4.

Gist (what is your initial sense of what the paragraph is mostly about?)

15

Directions:

Biography of Poet Gist Recording Form:

Valerie Worth

Name:

Date:

4.

5.

6.

Read the biography all the way through as a group. Decide who will read which paragraphs aloud

as the rest of the group follows along silently.

Work together as a group to find the gist of each paragraph.

Record the gist of each paragraph on your Biography of Poet Gist recording form.

Paragraph

Number

1.

2.

3.

4.

Gist (what is your initial sense of what the paragraph is mostly about?)

16

Directions:

Biography of Poet Gist recording form:

Walter Dean Myers

Name:

Date:

1.

2.

3.

Read the biography all the way through as a group. Decide who will read which paragraphs aloud as the rest

of the group follows along silently.

Work together as a group to find the gist of each paragraph.

Record the gist of each paragraph on your Biography of Poet Gist recording form.

1.

2.

3.

Section

Up to, “… it would

officially be

considered a

poem.”

Giving Voice to

Many

Poetry Today

Gist (what is your initial sense of what this section is mostly about?)

17

Directions:

Biography of Poet Text-Dependent Questions:

Robert Frost

Name:

Date:

1.

Read the questions carefully.

2. Refer to the text to find the answers.

3. Use evidence from the text in your answers.

1.

2.

3.

Question

The text says that Robert

Frost became a world-

renowned poet. World-

renowned means famous

around the world, but

Robert Frosts didn’t start

off famous. When did he

publish his first poem?

What caused Robert

Frost to believe that he

may have a career as a

successful poet?

Rural means in the

countryside rather than

in the town. What was

Robert Frost inspired by?

Answer (include evidence from the text)

18

4.

5.

6.

7.

8.

Question

Why did Robert and

Elinor move to England?

The text says that

traditional poetry used

precise meters, which are

precise rhythms. In your

own words, explain how

poetry was changing at

the time of Robert Frost?

A conversation is when

people speak to each

other. So what do you

think a conversational

style might be in poetry?

How was Robert Frost’s

poetry different?

What is the main idea of

the final paragraph

beginning with, “In 1924,

Frost won …”?

Biography of Poet Text-Dependent Questions:

Robert Frost

Answer (include evidence from the text)

19

Directions:

Biography of Poet Text-Dependent Questions:

Valerie Worth

Name:

Date:

1.

Read the questions carefully.

2. Refer to the text to find the answers.

3. Use evidence from the text in your answers.

1.

2.

3.

Question

On the side means as a

hobby outside of work.

What did Valerie Worth

do on the side when she

worked at Yale University

Press?

How did meeting Natalie

Babbitt help Valerie

Worth’s poetry career?

What inspired Valerie

Worth?

Answer (include evidence from the text)

20

4.

5.

6.

Question

What did she write her

poetry about? Why?

Free verse means without

rhyming. How was her

poetry different from that

of many other poets at

the time?

What is the main idea of

the final paragraph

beginning with, “Worth

and her husband had

three children …”?

Biography of Poet Text-Dependent Questions:

Valerie Worth

Answer (include evidence from the text)

21

Directions:

Biography of Poet Text-Dependent Questions:

Walter Dean Myers

Name:

Date:

1.

Read the questions carefully.

2. Refer to the text to find the answers.

3. Use evidence from the text in your answers.

1.

2.

3.

Question

A speech impediment is a

when someone has

difficulty speaking. How

did poetry help Walter

Dean Myers with his

speech impediment?

When it says he used

poetry to give the

community, including

kids, “a voice,” what do

you think that means?

The text says, “He uses

poetry to showcase the

diversity and beauty of

the city.” Diversity is

when people or things are

different from each other.

Explain in your own

words what this sentence

means.

Answer (include evidence from the text)

22

4.

5.

6.

Question

How is Walter Dean

Myers’s idea of beauty

different from that of

most people?

According to Walter Dean

Myers, what does poetry

give to kids?

What is the main idea of

the final paragraph with

the heading “Poetry

Today”?

Biography of Poet Text-Dependent Questions:

Walter Dean Myers

Answer (include evidence from the text)

23

Name:

Date:

Directions: List three important things you now know about the life of your poet.

1.

2.

3.

24

Exit Ticket

Name:

Date:

Homework: Further Questions

Directions: Record two questions you now have about your poet.

1.

2.

25

Directions:

Important Events and Information Note-catcher

Name:

Date:

1.

Read the first paragraph of your poet’s biography as a group.

2. Discuss with your group which information you think is the most important and why.

3. When you all agree on what the most important information is, underline it on your biography.

4. Repeat with the next paragraphs, until you have worked your way through the whole biography.

5. Record the important events and information that you have underlined on the note-catcher below.

Important Events and Information

26

Important Events and Information Note-catcher

Important Events and Information

27

Copyright © 2014 by the American Reading Company

28

“Nikki Giovanni”

(Assessment Text)

Learning Targets Assessed

Mid-Unit 3 Assessment:

Answering Questions about a Biography

I can use evidence from the Nikki Giovanni biography to answer questions.

I can determine the main idea of an excerpt of the Nikki Giovanni biography.

Directions:

1.

Read the text about Nikki Giovanni silently in your head carefully.

2. Read the questions carefully.

3. Refer to the text to find the answers.

4. Where possible, use evidence from the text in your answers.

1.

2.

3.

Question

What is the gist of the

first paragraph of the

text?

What is the gist of the

second paragraph of the

text?

What is the gist of the

third paragraph of the

text?

Answer (include evidence from the text)

29

Question

Reread the first paragraph.

a. A nurse

Mid-Unit 3 Assessment:

Answering Questions about a Biography

Answer (include evidence from the text)

Evidence from the text:

4.

What else does Nikki

Giovanni do for work as

well as writing poetry?

Circle the correct answer

and record evidence from

the text to support your

answer.

b. A college professor

c. A musician

d. A veterinarian

Reread the second

paragraph.

5.

How did poetry help

Nikki when her

grandmother died?

In the context of this

biography, “inequality”

means that white and black

people were not treated

equally. The aim of the civil

rights movement was to

make sure they were treated

equally under the law. With

this in mind, reread the

second paragraph and

answer the following

question:

a. Nikki wrote novels to help her express her emotions about her

life experiences.

b. Nikki didn’t have much money.

c. Nikki wrote poetry to help her express her emotions about her

life experiences.

d. Nikki was a very good student who participated in a lot of clubs,

such as the student magazine and the civil rights group.

6.

What is the main idea of

the second paragraph?

30

7.

Question

What inspires Nikki

Giovanni’s poetry?

Mid-Unit 3 Assessment:

Answering Questions about a Biography

Answer (include evidence from the text)

Reread the third paragraph.

Then reread the first

paragraph.

8.

9.

Which line from the first

paragraph helps you infer

why Giovanni was called

a “Living Legend” or a

“National Treasure”?

What is the main point

a.

She is an African American poet who grew up in Cincinnati.

the author of the

biography makes about

Nikki Giovanni?

b. She is an African American poet who was famous during the civil

rights movement.

c. She is an African American poet who writes poems about her

emotions.

d. She is an African American poet who is well known for her

poetry about inequality.

31

Model Essay

Inspired by Arnold Adoff

Have you ever thought the sounds of the city were like music?

Arnold Adoff did. His poem “Street Music” describes the sounds you

hear in the city every day in a musical way. His vivid descriptions of

sound have inspired me to write my own poetry about the music of

my backyard.

Arnold Adoff is a poet and children’s author who was born on July

16, 1935 in the East Bronx in New York City. As a boy, he visited the

library often and loved to read. When he was a teenager, he spent a

lot of time listening to music in jazz clubs. This inspired him to start

writing poetry. After graduating from college, Arnold Adoff worked

as a teacher and counselor in Harlem. In 1960, he married another

children’s author named Virginia Hamilton, and they had two

children. In 1968, he published his first anthology with a collection of

poems by African American writers. As a poet, he became known for

his unique style of “shaped speech” poetry. This kind of poetry has

words that run together or are broken apart. An example of this style

is his poem “Street Music.” Over the years, he has published over 30

books. He has also been awarded the National Council of Teachers of

English Award for Excellence in Poetry for Children.

Arnold Adoff’s poem “Street Music” describes the sounds of a city

street like music. He uses lots of vivid words like grinding,

slamming, and screeching. His use of vivid imagery to describe the

sounds of the city made me feel like I was on a noisy city block.

Reading his poem inspired me to write about the sounds I hear every

day in my backyard. Like the birds chirping, the garbage truck

beeping, and dogs barking. I hope the imagery in my poem is as fun

to read as Arnold Adoff’s “Street Music.”

Written by Expeditionary Learning for Instructional Purposes.

Model Essay:

“Inspired by Arnold Adoff”

Notes

Sources:, ,

, .

32

Name:

Date:

Performance Task Poems

Directions: Locate your original inspired poem and the selected poem (by Robert Frost, Walter

Dean Myers, or Valerie Worth) that your own writing was inspired by. Copy the selected poem into

the “My Selected Poem” box below. Then recopy your original poem into the “My Inspired Poem” box

on the second page of this sheet. Be sure to use neat handwriting.

My Selected Poem

Poem Title:

Poem Author:

33

My Inspired Poem

Poem Title:

34

Performance Task Poems

Performance Task

Performance Task Rubric:

Poet Essay and Poetry Performance

After reading poems from Robert Frost, Valerie Worth, and Walter Dean Myers, select one poet to

study who has inspired you to write poetry. Write a poem inspired by your poet’s style. Then write an

essay about the poet who inspired you, explaining who this poet is and how this poet has inspired you

as a writer. Afterward, present your work in a Poet’s Performance by reading aloud a selected poem by

your poet, sharing your essay, and reading aloud your own inspired poem.

POET ESSAY

Criteria

Ideas and Evidence

I can write an

introduction in my

essay that states my

topic clearly. (W.4.2a)

I can use accurate facts

and details about the

life of my poet in my

essay. (W.4.2b)

I can develop a

conclusion that revisits

the topic and “wraps up

the essay.” (W.4.2d)

Organization

I can use linking words

to connect ideas in my

essay (W.4.2c)

Meets

My introduction clearly

introduces my poet.

I included specific facts

about my poet’s life.

My conclusion explains

how I was inspired by

my poet using specific

details.

I included at least three

linking words to

connect ideas in my

essay.

35

Partially Meets

My introduction

somewhat clearly

introduces my poet.

I included some facts

about my poet’s life.

My conclusion explains

how I was inspired by

my poet, but has no

specific details.

I included two linking

words to connect ideas

in my essay.

Does Not Meet

My introduction does

not clearly introduce

my poet.

I did not include any

facts about my poet.

My conclusion does not

explain how I was

inspired by my poet.

I included one linking

word to connect ideas

in my essay.

Performance Task Rubric:

Poet Essay and Poetry Performance

Criteria

Word Choice

I can use words specific

to poetry and

biographies to inform

my reader about my

poet’s life. (W.4.2d,

L.4.3)

Conventions

I can use conventions

so my writing is clear

and understandable.

(L.4.2a, L.4.2c, L.4.2d,

L.4.3b)

Meets

I used at least four of

our poetry and

biography words in my

essay to inform my

reader about my poet’s

life.

I have correct spelling,

capitalization, and

punctuation in my

writing.

Partially Meets

I used two or three of

our poetry and

biography words in my

essay to inform my

reader about my poet’s

life.

I have some mistakes

with my spelling,

capitalization, and/or

my punctuation.

Does Not Meet

I used fewer than two

of our poetry and

biography words in my

essay to inform my

reader about my poet’s

life.

I have many mistakes

with my spelling,

capitalization, and

punctuation.

POETRY PERFORMANCE

Speaking and Listening

I can speak clearly and

at an understandable

pace. (SL.4.4)

I speak clearly, with

expression, and at a

“just right” pace so my

listener can understand

my presentation.

36

I sometimes speak

clearly; I speak too

quickly or slowly in

some parts; my listener

has some difficulty

understanding parts of

my presentation.

My words are not clear;

I speak to quickly or

slowly; my listener

cannot understand

what I am presenting.

Essay prompt:

Poet Essay Prompt/Planner Graphic Organizer

Write an essay about a poet who has inspired you as a writer. Explain who this poet is and how this

poet has inspired you.

Include:

•

•

•

An introduction paragraph that introduces the topic: the poet who has inspired you most.

A body paragraph that describes the poet’s life and the role that poetry played.

A conclusion that explains how you were inspired by this poet’s writing.

Introduction Paragraph Plan:

Who is the poet that inspired you most as a writer and why?

Ideas for introducing the topic to my reader:

37

Body Paragraph Plan:

Poet Essay Prompt/Planner Graphic Organizer

Describe this poet’s life and the role that poetry played. Include the following:

When and where this poet lived:

Possible inspiration for becoming a writer:

What is special or unique about this poet’s style of writing?:

Major events in this poet’s life (at least four):

38

Conclusion Paragraph Plan:

How were you inspired by this poet’s poetry?

Examples from poems:

Poet Essay Prompt/Planner Graphic Organizer

39

1874

1885

1894

1895

1896

1897

1900

1907

1912

1913

1915

1916

1917

1923

1924

1943

1950

1961

1963

Biographical Timelines of Selected Poets:

Robert Frost

Robert Lee Frost is born on March 26 in San Francisco, California.

Robert’s father dies, and his family moves to Lawrence, Massachusetts.

Robert has his first poem published: “My Butterfly: An Elegy.”

Robert takes a job as a newspaper reporter. He marries Elinor Miriam White.

Robert’s first child, Elliot, is born.

Robert enters Harvard College, but does not graduate.

His son Elliot dies of cholera. Robert moves his family to be a farmer in New Hampshire.

Robert’s sixth and last child, Elinor, is born. She dies within days of her birth.

The Frost family moves to England. Robert continues to write poetry and farm.

Robert’s first book of poems, A Boy’s Will, is published.

As World War I begins, Robert relocates his family to Franconia, New Hampshire.

“The Road Not Taken,” one of Robert Frost’s most famous poems, is published.

Robert becomes a professor of English at Amherst College.

His poem “Stopping by Woods on a Snowy Evening” is published.

Robert Frost receives his first Pulitzer Prize.

He receives his fourth and final Pulitzer.

The United States Senate adopts a resolution honoring Robert.

John F. Kennedy invites Robert to read at his presidential inauguration.

Robert Frost dies on January 29 in Boston.

Sources: and .

40

1937–1940

1940–1950

1950–1960

1960–1970

1970–1980

1980–1990

1990–2000

2000–

Present

Biographical Timelines of Selected Poets:

Walter Dean Myers

On August 12, 1937, Walter Milton Myers is born in Martinsburg, West Virginia.

When Water is 2, his mother dies and he is adopted and moves to Harlem. (He later

changes his middle name to Dean to honor his adoptive parents.)

Walter struggles in school due to a speech impediment, but loves to read and visits the

library often. He hides his books in a paper bag so his classmates will not tease him.

He begins writing his own poems and stories in fifth grade so he will not be

embarrassed when reading aloud.

Walter drops out of high school at 17 to join the army. Before he leaves, one of his

teachers encourages him to continue writing, telling Walter, “It’s what you do.”

He marries Joyce Smith in 1960. They have two children, but divorce in 1970.

In 1969, he wins a competition and publishes his first picture book called Where Does

the Day Go?

In 1973, he marries Constance Brendel and they have a son.

Walter publishes several more picture books for children as well as novels for teens.

In 1984, Walter graduates from Empire State College. He continues to write poetry,

short stories, and novels for children and teens.

In 1994, Walter is recognized for his contributions to young adult literature with a

Margret A. Edwards Award.

In 1999, he writes his most famous novel to date, Monster. The novel wins various

awards, including a Newbery Honor and the Coretta Scott King Award.

In 2012, Walter Dean Myers is appointed as Library of Congress National

Ambassador for Young People’s Literature.

Walter Dean Myers currently lives in Jersey City, New Jersey. He continues to write

and work with his son Christopher, an artist who has created illustrations for several

of Walter’s books of poetry.

Sources: , and

and .

41

1933–1940

1940–1950

1950–1960

1960–1970

1970–1980

1980–1990

1990–1994

Biographical Timelines of Selected Poets:

Valerie Worth

Valerie Worth was born in Philadelphia, Pennsylvania, in 1933 and lived in

Swarthmore, Pennsylvania, where her father, a biologist, taught.

In 1947, she moved to Florida for four years and then India for a year for her father to

study malaria.

The family moves back to Swarthmore, Pennsylvania, and Valerie attends

Swarthmore College.

She graduates in 1955 and soon marries George Bahlke.

Valerie has three children, a son and two daughters, and the family settles in Clinton,

New York.

She begins meeting with a writing group at Kirkland College and meets Natalie

Babbitt, an illustrator, and the two soon begin to collaborate.

In 1972, Valerie publishes her first book of poems illustrated by Natalie Babbitt, Small

Poems.

She publishes three additional volumes of her “small poems.”

She goes on to publish additional books, including two books for young adults: Gypsy

Gold (1983) and Fox Hill (1986).

In 1991, the National Council of Teachers of English honors her with the Poetry Award for

Excellence in Poetry for Children.

In 1994, Valerie Worth dies from cancer.

Sources: ,

, and .

Sources: and .

42

Learning target assessed:

End of Unit 3 Assessment, Part 1:

Writing a Conclusion Paragraph

•

I can write the concluding paragraph for an essay about my poet that revisits the topic and “wraps

up the essay.”

Directions:

In this assessment, you will write a concluding paragraph for your essay about your selected poet that

revisits the topic and “wraps up the essay.” Be sure to write in complete sentences. Include the

components of a quality paragraph and check your work for errors before turning in your assessment.

43

Name:

Date:

Common Linking Words List

Directions: Think about the ideas you are writing about and decide if they need a linking word or

phrase that …

Adds an Idea

also

and

another

too

Compares or

Contrasts

but

however

like

similarly

unlike

Shows Chronology

(Time)

after

afterward

during

following

later

soon after

then

when

while

44

Gives Examples

or Reasons

one

a second

another

for this reason

finally

Shows Cause

and Effect

because

for

since

so

Learning target assessed:

End of Unit 3 Assessment, Part 2:

Revising Poet Essays Based on Feedback

I can use feedback from my teacher and peers to revise my essay for conventions, linking words, and

words specific to poetry and biographies. (W.4.2 c, d; W.4.5; L.4.2 a, d; L.4.3a)

Directions: Complete the following steps to revise your poet essays and complete a final copy.

1.

2.

3.

4.

Read the copy of your essay draft with teacher feedback from Part 1 of the assessment and notice

teacher feedback on capitalization and spelling.

Annotate your original draft (with peer critique feedback) to correct your conventions mistakes

(capitalization and spelling). Use the online dictionary to find the correct spelling of misspelled

words.

Revise your draft based on your notes on linking words, poetry and biography words, and

conventions corrections. Be sure that it is near and easy to read (there is no need to skip lines this

time).

If you finish revising your essay early, silently read from your independent reading book.

45

Performance Task Poet Essay

Directions: Revise your poet essay draft based on your notes on linking words, poetry and biography

words, and conventions corrections. Be sure that it is near and easy to read (there is no need to skip

lines this time).

46

47

Performance Task Poet Essay

48

Performance Task Poet Essay

CRITERIA

CONTENT AND ANAL YSIS:

the extent to which the

essay conveys ideas and

information clearly and

accurately in order to

support an analysis of

topics or texts

COMMAND OF EVIDENCE:

the extent to which the

essay presents evidence

from the provided texts to

support analysis and

reflection

COHE RENCE,

ORGA NIZATION, AND

STYLE: the extent to which

the essay logically

organizes complex ideas,

concepts, and information

using formal style and

preci se language

CONTRO L OF

CONVENTIONS: the extent

to which the essay

demonstrates command of

the conventions of

standard English grammar,

usage, capit alization,

punctuation, and spelling

CCLS

W.2

R.1–9

W.2

W.9

R.1–9

W.2

L.3

L.6

W.2

L.1

L.2

4

Essays at this level:

—clearly introduce a topic in a

manner that follows logically from

the task and purpose

—demonstrate insightful

comprehensi on and anal ysis of

the text(s)

—develop the topic with relevant,

well-chosen facts, definitions,

concrete details, quotations, or

other information and exampl es

from the text(s)

—sustain the use of varied,

relevant evidence

—exhibit clear, purposeful

organization

—skillfully link ideas using grade-

appropriate words and phrases

—use grade-appropriate,

stylistically sophisticated

language and domai n-specifi c

vocabulary

—provide a concluding statement

that follows clearly from the topic

and information presented

—demonstrate grade-appropriate

comman d of conventi ons, with

few errors

3

Essays at this level:

—clearly introduce a topic in a

manner that follows from the task

and purpose

—demonstrate grade-appropriate

comprehensi on and anal ysis of

the text(s)

—develop the topic with relevant

facts, definitions, details,

quotations, or other information

and examples from the text(s)

—sustain the use of relevant

evidence, with some lack of

variety

—exhibit clear organization

—link ideas using grade-

appropriate words and phrases

—use grade-appropriate precise

language and domai n-specifi c

vocabulary

—provide a concluding statement

that follows from the topic and

information presented

—demonstrate grade-appropriate

comman d of conventi ons, with

occasi onal errors that do not

hinder comprehension

SCORE

2

Essays at this level:

—introduce a topic in a manner

that follows generally from the

task and purpose

—demonstrate a literal

comprehensi on of the text(s)

—partially develop the topic of the

essay with the use of some

textual evidence, some of which

may be irrelevant

—use relevant evidence

inconsistently

—exhibit some attempt at

organization

—inconsistently link ideas using

words and phrases

—inconsistently use appropriate

language and domai n-specifi c

vocabulary

—provide a concluding statement

that follows generally from the

topic and information presented

—demonstrate emerging

comman d of conventi ons, with

some errors that may hinder

comprehensi on

1

Essays at this level

—introduce a topic in a manner

that does not logically follow

from the task and purpose

—demonst rate little

under standing of the text(s)

—demonst rate an attempt to use

evidence, but only develop ideas

with minimal, occasional

evidence which is generally

invalid or irrelevant

—exhibit little attempt at

organization, or attemp ts to

organize are irrelevant to the

task

—lack the use of linking words

and phrases

—use language that is imprecise

or inappropriate for the text(s)

and task

—provide a concluding

statement that is illogical or

unrelated to the topic and

information presented

—demonst rate a lack of

comman d of conventi ons, with

frequent errors that hinder

comprehensi on

0

Essays at this level:

—demonst rate a lack of

comprehensi on of the text(s) or

task

—provide no evidence or provide

evidence that is completely

irrelevant

—exhibit no evidence of

organization

—exhibit no use of linking words

and phrases

—use language that is

predominantl y incoher ent or

copied directly from the text(s)

—do not provide a concluding

statement

—are minimal, making

assessme nt of conventi ons

unreliable

If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2.

If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1.

Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0.

A response totally copied from the text(s) with no original student writing should be scored a 0.

49

Equal Opportunity Notice

Learning Resources

CoSer 501

Educational Media

CA BOCES hereby advises students, parents, employees and the general public that it offers employment,

programs and educational opportunities, including vocational education opportunities, without regard to gender,

race, color, national origin, handicap or any other legally protected status. Inquiries regarding this non-

discrimination policy and grievance procedures may be directed to :

Human Resources Director, Cattaraugus-Allegany BOCES, 1825 Windfall Road, Olean, NY 14760; 716-376-

8237.

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